Mitchell L. Springer - Project and Program Management: A Competency-Based Approach

Project and Program Management

A Competency-Based Approach,
Second Edition

By Mitchell L. Springer

Copyright 2013 by Purdue University. All rights reserved.

Printed in the United States of America.

Library of Congress Cataloging-in-Publication Data

Springer, Mitchell L., 1959

Project and program management : a competency-based approach / by Mitchell L. Springer. -- Second Edition.

pages cm

Includes bibliographical references and index.

ISBN 978-1-55753-652-5 (hbk. : alk. paper) -- ISBN 978-1-61249-275-9 (ePDF) -- ISBN 978-1-61249-276-6 (ePub) 1. Project management. I. Title.

HD69.P75S684 2013

658.4'04--dc23

2012051019

Dr. Mitchell L. Springer, PMP, SPHR

Dr. Springer currently serves in a dual capacity as the Purdue University College of Technology Executive Director for College of Technology Operations and Strategic Initiatives as well as the Academic Center for Professional Studies in Technology and Applied Research (ProSTAR), located in West Lafayette, Indiana. He possesses over thirty years of theoretical and industry-based practical experience from four disciplines: software engineering, systems engineering, program management, and human resources. Dr. Springer possesses a significant strength in pattern recognition, analyzing and improving organizational systems. He is internationally recognized, has authored numerous books and articles, and has lectured on software development methodologies, management and organizational practices, and program management. Dr. Springer sits on many university and community boards and advisory committees. He received his Bachelor of Science in Computer Science from Purdue University, his MBA and doctorate in Adult and Community Education with a Cognate in Executive Development from Ball State University. Dr. Springer is certified as both a Project Management Professional (PMP) and a Senior Professional in Human Resources (SPHR).

I was preparing to thank all of those involved in the preparation of this book, when I noticed, without intent, I was writing something I had already written in a similar form in another book. So, with updated thoughts...

For over thirty years, Ive spent a fair amount of time studying the discipline of gerontologythe study of biological, psychological, and sociological changes as they relate to the aging process. In doing so, Ive reawakened to many realities, long since forgotten or simply pushed to the background, some of which Ill share here: (1) Attitude is everything. (2) Put past events behind youlearn from them, but look to the future. (3) Figure out what youre passionate about, because in that passion there exists the opportunity for total personal contribution, which in turn can produce tremendous gratification and contentment. (4) Remember the saying a bend in the road is not the end of the road, unless you fail to make the turn. This is critically important as we progress through lifes ups and downs. (5) Live a little, laugh a lot. (6) When stressed, visualize the worst-case scenario and determine how best to deal with that. Of course the worst case will probably never materialize, but youll feel more in control and the stress will subside. (7) Live as though there is accountability; you may be a different person. Above all else, (8) recognize our short time on earth is to prepare for the eternity that follows. Therell always be another chapter in the book of eternal life. In being reflective, Ive always had a love for life... and certainly no more than now.

It would not have been possible to evolve this work without the input of literally hundreds of sources. As much as anyone, I owe the bulk of my thank-you to the multitude of students from whom I have learned so much over the years. Most all have been working professionals, each with their own understanding of theory and practice, representing dozens upon dozens of companies. These many students have provided additional breadth and depth of understanding, as well as massive research and numerous examples of alternative perspectives manifested from the application of assimilated information through projects. To all of these students, I offer my most sincere thank-you.

For my dear, longtime friends at Purdue University Press, none of this would have been possible without your outstanding and unending efforts. Special thanks to Director Charles Watkinson, for his vision and guidance with strategic intent; to Production and Marketing Manager Bryan Shaffer, who has provided invaluable insight; and perhaps most importantly, my very special thank-you to Lead Production Editor Katherine Purple. I have long since come to appreciate how Katherine has more red marks on my manuscripts than I have original black. She has been amazing.

No acknowledgment is complete without thanking those closest to you: my sons, Matthew and Christopher. I am so proud of you both. I am truly blessed.

The first edition of this text evolved from nearly 17 years of research, teaching, and writing. It came to be through an iterative process of understanding the research and development phases of the program/project management life cycle of major system product development. The text began with a basic underlying understanding and desire to write about program planning, that being the pre-contract award period of the overarching process for managing programs.

Program Planning was written in 1995. It dealt primarily with the program/project management planning process; again, that being prior to a contract being awarded. It identified a process made up of a series of activities, each with its own attendant products. Back in 1995, the whole discipline of program and project management was just starting to evolve into a recognized and accepted discipline. Now, it can be readily argued that program/project management has been around since the beginning of time, and in fact the most widely recognized credentialing authority, the Project Management Institute, has been around since 1959. The Defense Systems Management College has equally been around since that time. But, program and project management as a recognized and essential discipline didnt really begin to proliferate in literature until around 1995.

Program Planning defined a planning process with multiple time-phased, semi-sequential activities and their attendant products. In retrospect, although somewhat narrow in perspective, the book covered the basics of the quantitative aspects of program/project management. Through teaching program/project management in multiple universities, primarily to working professionals and graduate students, came the realization that a text for planning programs that was entirely quantitatively focused was insufficient. It became clear that the actual practice of program/project management, if taught correctly, needed to include more than the quantitative component; it also needed to include the peripheral disciplines and concepts. This more thorough understanding, evolving from actual teaching experience, led to Program Management: A Comprehensive Overview of the Discipline. This book gained recognition internationally and was published in seven countries around the world. Interestingly enough, the title itself brought many questions. How can something be a comprehensive overview? Cant something be less than a comprehensive overview? It was the breadth of the discipline that was gaining the breadth of discussion.